AFFECTIVE FACTOR
It`s gaining more and more relevance in education and different areas where people develop.
There are three main affective factors.
SELF-STEEM MOTIVATION ANXIETY
Self-steem, as defined by Rubio (2007), is a Motivation is the internal or external force that drives Anxiety is one of the most significant emotional
psychological and social phenomenon in which individuals to take action to meet their needs. In the barriers in language learning. It is associated with
individuals assess their own competence and self- context of language learning, motivation fuels learners’ negative emotions such as tension, fear, and unease,
worth based on a set of values. It is crucial for both desire and effort to acquire a new language. From a especially when learners are required to communicate
cognitive and emotional functioning, as a certain level behaviourist view, motivation is driven by the in a foreign language. Language anxiety negatively
of self-confidence is necessary to perform any activity anticipation of rewards, while constructivist theories affects language acquisition—higher anxiety leads to
successfully. Self-awareness, self-acceptance, and emphasize personal choice and the influence of the lower performance and vice versa. It also correlates
reflection are essential components of healthy self- social context. negatively with academic achievement, self-esteem,
esteem. According to Arnold and Brown, motivation can be self-confidence, and both oral and written language
Self-esteem can be categorized into three levels: divided into: skills.
Global self-esteem: a stable, long-term evaluation of Extrinsic motivation: driven by external rewards or the As children grow, they develop a sense of self and
self-worth, especially consistent in adults. desire to avoid punishment. Examples include grades, begin to protect themselves from perceived threats
Situational (or specific) self-esteem: varies across prizes, money, or praise. It can be effective in through inhibition—avoiding actions or speech that
different contexts such as work, home, or school. motivating learners in the short term. might expose them to criticism or embarrassment.
Task self-esteem: relates to one's evaluation of Intrinsic motivation: driven by internal satisfaction, While young children generally have low inhibition and
performance in specific tasks, such as speaking or such as enjoyment, achievement, and personal growth. participate more freely, older learners often
writing. It aligns with Maslow’s hierarchy of needs, placing self- experience higher inhibition, which can hinder their
In the context of second language learning, self-esteem actualization at the highest level of human motivation. willingness to engage in language activities and lead to
plays a particularly important role. Learners often face While both forms of motivation play a role in learning, poorer learning outcomes.
insecurity due to the loss of their native language's intrinsic motivation is considered more powerful and In addition to anxiety, other affective factors influence
discourse competence, making them feel vulnerable in sustainable, especially in language learning. Learners language learning, including empathy, risk-taking, and
unfamiliar linguistic environments. Strong self-esteem with intrinsic motivation are more focused, persistent, the emotional dynamics between students and
helps learners become more confident, motivated, and and self-directed, which leads to deeper engagement teachers as well as among peers. These relationships
active in class, thereby enhancing their language and better long-term outcomes. Extrinsic motivation and emotional responses can either support or
acquisition. In contrast, low self-esteem can lead to may help initiate learning, but intrinsic motivation is obstruct the learning process.
anxiety, reduced participation, and eventually, crucial for meaningful and lasting success.
disinterest in learning. Therefore, creating a supportive
learning environment that boosts self-esteem is
essential for maximizing learners’ potential.
In the text, we can read how affective factors, such as self-confidence, motivation, and anxiety, significantly impact second language acquisition (SLA) and outlines practical
strategies for both teachers and students to address these factors in language learning:
1. Building Self-Confidence:
Teachers should actively work to boost students’ self-confidence, as it is essential for success in language learning. This includes offering praise, focusing on students'
strengths, providing supportive correction, and setting achievable goals. A positive teacher attitude and sensitive feedback are key to preventing students from feeling
embarrassed or discouraged.
2. Stimulating Motivation:
Motivation drives effort in language learning. Teachers can help students develop intrinsic motivation by connecting language learning to personal goals, such as future
careers. Practical methods include inviting guest speakers, de-emphasizing final exams, and encouraging goal setting. Teachers should avoid actions that undermine
students’ motivation, such as assigning overly difficult tasks or embarrassing them.
3. Lowering Anxiety:
Reducing anxiety is essential for effective learning. Teachers should create a relaxed, supportive classroom environment using games, role-plays, and situational teaching
methods. Understanding students’ personalities and building healthy teacher-student relationships can also lower anxiety. Students should be praised for trying and
encouraged to work together, be patient with themselves, and see mistakes as part of the learning process.
4. Student Strategies:
Students are encouraged to reflect on their strengths, set realistic goals, and learn from mistakes. They should cultivate interest in the language and engage in collaborative
learning to reduce anxiety. Viewing pressure as a motivator and being tolerant of errors can also support language acquisition.